ABSTRACT
The case studies in this chapter are intended to provide examples of actual ‘whole-school’ settings, where the approaches to learning, teaching and assessment described in the previous chapters are taking place. In these schools all improvement and development efforts are focused on learning and teaching. The conditions are being created in these schools where teachers have time to talk to each other about teaching and to work together towards improving it, and where a capacity for development has been self-consciously created.
